80 FR 33499 - Application for New Awards; Charter Schools Program (CSP); Grants for Replication and Expansion of High-Quality Charter Schools
DEPARTMENT OF EDUCATION Federal Register Volume 80, Issue 113 (June 12, 2015)
Federal Register Volume 80, Issue 113 (June 12, 2015)
| Page Range | 33499-33510 | |
| FR Document | 2015-14386 |
[Federal Register Volume 80, Number 113 (Friday, June 12, 2015)] [Notices] [Pages 33499-33510] From the Federal Register Online [www.thefederalregister.org] [FR Doc No: 2015-14386] ======================================================================= ----------------------------------------------------------------------- DEPARTMENT OF EDUCATION Application for New Awards; Charter Schools Program (CSP); Grants for Replication and Expansion of High-Quality Charter Schools AGENCY: Office of Innovation and Improvement, Department of Education. ACTION: Notice. ----------------------------------------------------------------------- Overview Information: CSP Grants for Replication and Expansion of High-Quality Charter Schools. Notice inviting applications for new awards for fiscal year (FY) 2015. Catalog of Federal Domestic Assistance (CFDA) Number: 84.282M. DATES: Applications Available: June 12, 2015. Date of Pre-Application Meeting: June 16, 2015, 2:00 p.m. to 3:30 p.m., Washington, DC, time. [[Page 33500]] Deadline for Transmittal of Applications: July 15, 2015. Deadline for Intergovernmental Review: September 25, 2015. Full Text of Announcement I. Funding Opportunity Description Purpose of Program: The purpose of the CSP is to increase national understanding of the charter school model by expanding the number of high-quality charter schools available to students across the Nation; providing financial assistance for the planning, program design, and initial implementation of charter schools; and evaluating the effects of charter schools, including their effects on students, student academic achievement, staff, and parents. The purpose of the CSP Grants for Replication and Expansion of High-Quality Charter Schools (Replication and Expansion) competition (CFDA 84.282M) is to award grants to eligible applicants to enable them to replicate or expand high-quality charter schools with demonstrated records of success, including success in increasing student academic achievement. Eligible applicants may use their grant funds to expand the enrollment of one or more existing charter schools by substantially increasing the number of available seats per school or to open one or more new charter schools that are based on the charter school model for which the eligible applicant has presented evidence of success. SUPPLEMENTARY INFORMATION: The FY 2015 Replication and Expansion competition differs from the FY 2014 Replication and Expansion competition in several ways. First, for the FY 2015 competition, we are using the Low-Income Demographic priority from the final priorities, requirements, and selection criteria for this program, published in the Federal Register on July 12, 2011 (76 FR 40898) (Final Priorities), as an absolute priority. The Department has added this as an absolute priority in order to ensure that projects are designed to meet the needs of educationally disadvantaged students. Second, for FY 2015, the Department has consolidated three competitive preference priorities into a single competitive preference priority for projects designed to support specific types of high-need students. Applicants addressing this priority may select and address only one of these elements. Element (a) of Competitive Preference Priority 1--High Need Students is for projects designed to support students who are members of federally recognized Indian tribes. This priority is from the Secretary's final supplemental priorities and definitions for discretionary grant programs, published in the Federal Register on December 10, 2014 (79 FR 73425) (Final Supplemental Priorities). The Department understands that Native American communities confront unique educational challenges and have developed unique strategies to meet those challenges. This element is designed to encourage collaboration between charter school developers and Native American communities, as part of these communities' efforts to strengthen public education. Element (b) of Competitive Preference Priority 1--High Need Students is for projects designed to replicate and expand high-quality charter schools in order to support school improvement efforts by local educational agencies (LEAs). As one of the Department's top priorities is to help turn around the Nation's lowest-performing public schools, this element is designed to link LEAs with high-quality charter schools as effective partners in school intervention projects. This element comes from the Final Priorities for this program. Element (c) of Competitive Preference Priority 1--High Need Students is for projects designed to replicate and expand high-quality charter schools in federally designated Promise Zones, and is from the notice of final priority for promise zones, published in the Federal Register on March 27, 2014 (79 FR 17035) (Final Promise Zones Priority). Promise zones are part of an initiative by the President to designate, over a period of four years, 20 high-poverty communities for the Federal government to partner with, and invest in, to create jobs, increase economic activity, improve educational opportunities, reduce violent crime, and leverage private investment. The Department is cooperating with the Department of Housing and Urban Development (HUD), the Department of Agriculture (USDA), and nine other Federal agencies to support comprehensive revitalization efforts in these high-poverty urban, rural, and tribal communities across the country. The thirteen Promise Zones that have been designated thus far are located in Camden City NJ, the Chocktaw Nation of Oklahoma, East Indianapolis IN, Los Angeles CA, the Lowlands of South Carolina, Minneapolis MN, North Hartford CT, Philadelphia PA, Pine Ridge SD, Sacramento CA, San Antonio TX, Southeastern Kentucky, and St. Louis MO. Each of the lead entities for these Promise Zones has put forward a plan for how it will partner with local business and community leaders to make investments that reward hard work and expand opportunity. The Department also has added an invitational priority that encourages applicants to conduct rigorous evaluations of their proposed projects. If well-implemented, the evaluations will produce evidence about the project's effectiveness that meets What Works Clearinghouse Evidence Standards. The Department is particularly interested in rigorous evaluations of applicants' schools or specific practices within those schools. In addition, in January 2014, the Department updated Section E of the CSP Nonregulatory Guidance to clarify the circumstances in which charter schools receiving CSP funds may use weighted lotteries, including to give educationally disadvantaged students slightly better chances for admission. Applicants proposing to use weighted lotteries should review the information in the Note for Application Requirement (j) in section V of this notice and the updated CSP Nonregulatory Guidance. For information on the CSP lottery requirement, including permissible exemptions from the lottery and the circumstances under which charter schools receiving CSP funds may use weighted lotteries, see Section E of the CSP Nonregulatory Guidance atwww2.ed.gov/programs/charter/nonregulatory-guidance.html. Finally, the Consolidated and Further Continuing Appropriations Act, 2015 (FY 2015 Appropriations Act), Division G, Pub. L. 113-235, retains the authority from the Consolidated Appropriations Act, 2014 (FY 2014 Appropriations Act), Division H, Public Law 113-76, for CSP grant recipients to use funds to support preschool education in charter schools. For information on the use of CSP funds to support preschool education in charter schools, see the ``Guidance on the use of Funds to Support Preschool Education'' at www2.ed.gov/programs/charter/csppreschoolfaqs.doc. All charter schools receiving CSP funds, as outlined in section 5210(1)(G) of the Elementary and Secondary Education Act of 1965, as amended (ESEA), must comply with various non-discrimination laws, including the Age Discrimination Act of 1975, title VI of the Civil Rights Act of 1964, title IX of the Education Amendments of 1972, section 504 of the Rehabilitation Act of 1973, part B of the Individuals with Disabilities Education Act (specifies rights afforded to students with disabilities and their parents), and applicable State laws. Priorities: This notice includes two absolute priorities, three competitive [[Page 33501]] preference priorities, and one invitational priority. The absolute priorities are from the Final Priorities for this program. The competitive preference priorities are from the Final Priorities for this program; the Final Promise Zones Priority; the Final Supplemental Priorities; and 34 CFR 75.225. Absolute Priorities: For FY 2015 and any subsequent year in which we make awards from the list of unfunded applications from this competition, these priorities are absolute priorities. Under 34 CFR 75.105(c)(3), we consider only applications that meet both of the following priorities: Absolute Priority 1--Experience Operating or Managing High-Quality Charter Schools. This priority is for projects that will provide for the replication or expansion of high-quality charter schools by applicants that currently operate or manage more than one high-quality charter school (as defined in this notice). Absolute Priority 2--Low-Income Demographic. To meet this priority, an applicant must demonstrate that at least 60 percent of all students in the charter schools it currently operates or manages are individuals from low-income families (as defined in this notice). Note 1: The Secretary encourages applicants to describe the extent to which the charter schools they currently operate or manage serve individuals from low-income families at rates that are comparable to the rates at which these individuals are served by public schools in the surrounding area. Note 2: For charter schools that serve students younger than five years old or older than 17 years old in accordance with their State's definition of ``elementary education'' or ``secondary education,'' at least 60 percent of all students in the schools who are between the ages of five and 17 must be individuals from low- income families to meet this priority. Competitive Preference Priorities: For FY 2015 and any subsequent year in which we make awards based on the list of unfunded applications from this competition, these priorities are competitive preference priorities. Under 34 CFR 75.105(c)(2)(i), we will award an additional five points to an application that addresses element (a) of Competitive Preference Priority 1; an additional four points to an application that addresses element (b) of Competitive Preference Priority 1; or an additional one point to an application that addresses element (c) of Competitive Preference Priority 1. An applicant may receive points under Competitive Preference Priority 1 for only one of the three elements. We will award an additional three points to an application that meets Competitive Preference Priority 2, and an additional two points to an application that meets Competitive Preference Priority 3. The maximum total competitive preference priority points an application can receive for this competition is 10. Note: In order to receive points under these competitive preference priorities, the applicant must identify the priority or priorities that it is addressing and provide documentation that supports the identified competitive preference priority or priorities. These priorities are: Competitive Preference Priority 1--Serving High-Need Students. (0, 1, 4, or 5 points). This priority is for projects that will serve high-need students through one of the methods described below. An application may receive priority points for only one element of Competitive Preference Priority 1. Therefore, an applicant should address only one element of Competitive Preference Priority 1 and must specify which element (i.e., (a), (b) or (c)) it is addressing. If an applicant addresses more than one element of Competitive Preference Priority 1 and does not specify whether it is addressing element (a), (b), or (c), the application will be awarded priority points only for the element addressed in the application that has the highest maximum point value, regardless of the number of priority points the application is awarded for that particular element of Competitive Preference Priority 1. This priority is for projects that will serve high-need students through element (a), (b) or (c) as described below: (a) Supporting Students Who are Members of Federally Recognized Indian Tribes. (79 FR 73425) (0 or 5 points). To meet this priority, an application must demonstrate that the proposed project is designed to improve academic outcomes or learning environments, or both, for students who are members of federally recognized Indian tribes. Note: Applicants are encouraged to demonstrate how the proposed project is designed to serve students who are members of federally recognized Indian tribes through a variety of means, such as creating or expanding charter schools in geographic areas with large numbers of students who are members of federally recognized Indian tribes, conducting targeted outreach and recruitment, or including in the charters or performance contracts for the charter schools funded under the project specific performance goals for students who are members of federally recognized Indian tribes. (b) School Improvement. (76 FR 40898) (0 or 4 points). To meet this priority, an applicant must demonstrate that its proposed replication or expansion of one or more high-quality charter schools (as defined in this notice) will occur in partnership with, and will be designed to assist, one or more LEAs in implementing academic or structural interventions to serve students attending schools that have been identified for improvement, corrective action, closure, or restructuring under section 1116 of the Elementary and Secondary Education Act of 1965, as amended (ESEA), and as described in the notice of final requirements for School Improvement Grants, published in the Federal Register on October 28, 2010 (75 FR 66363).\1\ --------------------------------------------------------------------------- \1\ In March 2015, the Department issued nonregulatory guidance on School Improvement Grants (SIGs), entitled ``Guidance on School Improvement Grants under Section 1003(g) of the Elementary and Secondary Education Act of 1965, at www2.ed.gov/programs/sif/sigguidance032015.doc. Note: Applicants in States operating under ESEA Flexibility that have opted to waive the requirement in ESEA section 1116(b) for LEAs to identify for improvement, corrective action, or restructuring, as appropriate, their Title I schools that fail to make adequate yearly progress (AYP) for two or more consecutive years may partner with LEAs to serve students attending priority or focus schools (see the Department's June 7, 2012 guidance entitled, ``ESEA Flexibility,'' at www.ed.gov/esea/flexibility). The Secretary encourages such applicants to describe how their proposed projects would complement efforts to serve students attending priority or focus schools described in the State's approved request for waivers --------------------------------------------------------------------------- under ESEA Flexibility. (c) Promise Zones. (79 FR 17035) (0 or 1 point). This priority is for projects that are designed to serve and coordinate with a federally designated Promise Zone.\2\ --------------------------------------------------------------------------- \2\ For additional information on Promise Zones, see www.whitehouse.gov/the-press-office/2014/01/08/fact-sheet-president-obama-s-promise-zones-initiative. Note: To view the list of designated Promise Zones and lead organizations please go to www.hud.gov/promisezones. The link to HUD Form 50153 (Certification of Consistency with Promise Zone Goals and Implementation), which has been cleared by the Office of Management and Budget under the Paperwork Reduction Act, is http:// --------------------------------------------------------------------------- portal.hud.gov/hudportal/documents/huddoc?id=HUD_Form_50153.pdf. Competitive Preference Priority 2--Promoting Diversity. (76 FR 40898) (0 or 3 points). This priority is for applicants that demonstrate a record of (in the schools they currently operate or manage), as [[Page 33502]] well as an intent to continue (in schools that they will be creating or substantially expanding under this grant), taking active measures to-- (a) Promote student diversity, including racial and ethnic diversity, or avoid racial isolation; (b) Serve students with disabilities at a rate that is at least comparable to the rate at which these students are served in public schools in the surrounding area; and (c) Serve English learners at a rate that is at least comparable to the rate at which these students are served in public schools in the surrounding area. In support of this priority, applicants must provide enrollment data as well as descriptions of existing policies and activities undertaken or planned to be undertaken. Note 1: An applicant addressing Competitive Preference Priority 2--Promoting Diversity is invited to discuss how the proposed design of its project will encourage approaches by charter schools that help bring together students of different backgrounds, including students from different racial and ethnic backgrounds, to attain the benefits that flow from a diverse student body. The applicant should discuss in its application how it would ensure that those approaches are permissible under current law. Note 2: For information on permissible ways to meet this priority, please refer to the joint guidance issued by the Department's Office for Civil Rights and the U.S. Department of Justice entitled, ``Guidance on the Voluntary Use of Race to Achieve Diversity and Avoid Racial Isolation in Elementary and Secondary Schools'' (www2.ed.gov/about/offices/list/ocr/docs/guidance-ese-201111.pdf) and ``Schools' Civil Rights Obligations to English Learner Students and Limited English Proficient Parents'' (www2.ed.gov/about/offices/list/ocr/ellresources.html). Competitive Preference Priority 3--Novice Applicant. (34 CFR 75.225(c)(2)) (0 or 2 points). This priority is for applicants that qualify as novice applicants. For purposes of this competition, ``novice applicant'' means an applicant for a grant from the Department that (i) has never received a Replication and Expansion grant; (ii) has never been a member of a group application, submitted in accordance with 34 CFR 75.127-75.129, that received a Replication and Expansion grant; and (iii) has not had an active discretionary grant from the Federal government in the five years before the deadline date for applications for new awards under this Replication and Expansion grant competition. For purposes of clause (iii) in the preceding paragraph, a grant is active until the end of the grant's project or funding period, including any extensions of those periods that extend the grantee's authority to obligate funds (34 CFR 75.225(b)). Invitational Priority: For FY 2015 and any subsequent year in which we make awards based on the list of unfunded applications from this competition, this priority is an invitational priority. Under 34 CFR 75.105(c)(1), we do not give an application that meets this invitational priority any preference over other applications. This priority is: Invitational Priority--Rigorous Evaluation. The Secretary is particularly interested in funding applications that demonstrate that the applicant is currently conducting, or will conduct, a rigorous independent evaluation of the applicant's charter schools, or specific practices within those charter schools, such as professional development practices (e.g., teacher coaching or leadership training) through a quasi-experimental design study or randomized controlled trial that will, if well implemented, meet What Works Clearinghouse Evidence Standards. Note 1: In accordance with 34 CFR 75.590, Replication and Expansion grant funds may be used to cover post-award costs associated with an evaluation under this invitational priority or an evaluation under selection criterion (e) in section V.2 of this notice, provided that such costs are reasonable and necessary to meet the objectives of the approved project. Note 2: We encourage applicants to review the following technical assistance resources on evaluation: (1) WWC Procedures and Standards Handbook: http://ies.ed.gov/ncee/wwc/references/idocviewer/doc.aspx?docid=19&tocid=1; and (2) IES/NCEE Technical Methods papers: http://ies.ed.gov/ncee/tech_methods/. In addition, we invite applicants to view two optional Webinar recordings that were hosted by the Institute of Education Sciences. The first Webinar discussed strategies for designing and executing well- designed quasi-experimental design studies. Applicants interested in viewing this Webinar may find more information at the following Web site: http://ies.ed.gov/ncee/wwc/news.aspx?sid=23. We also encourage applicants to review a second Webinar recorded by the IES that focused on more rigorous evaluation designs. This Webinar discusses strategies for designing and executing studies that meet WWC standards without reservations. Applicants interested in reviewing this Webinar may find more information at the following Web site: http://ies.ed.gov/ncee/wwc/News.aspx?sid=18. Definitions: The following definitions are from 34 CFR 77.1 and the Final Priorities for this program. Ambitious means promoting continued, meaningful improvement for program participants or for other individuals or entities affected by the grant, or representing a significant advancement in the field of education research, practices, or methodologies. When used to describe a performance target, whether a performance target is ambitious depends upon the context of the relevant performance measure and the baseline for that measure. (34 CFR 77.1) Baseline means the starting point from which performance is measured and targets are set. (34 CFR 77.1) Charter management organization (CMO) is a nonprofit organization that operates or manages multiple charter schools by centralizing or sharing certain functions and resources among schools. (76 FR 40898) Educationally disadvantaged students includes, but is not necessarily limited to, individuals from low-income families (as defined in this notice), English learners, migratory children, children with disabilities, and neglected or delinquent children. (76 FR 40898) High-quality charter school is a school that shows evidence of strong academic results for the past three years (or over the life of the school, if the school has been open for fewer than three years), based on the following factors: (1) Increasing student academic achievement and attainment for all students, including, as applicable, educationally disadvantaged students served by the charter schools operated or managed by the applicant. (2) Either (i) Demonstrated success in closing historic achievement gaps for the subgroups of students described in section 1111(b)(2)(C)(v)(II) of the ESEA at the charter schools operated or managed by the applicant, or; (ii) No significant achievement gaps between any of the subgroups of students described in section 1111(b)(2)(C)(v)(II) of the ESEA at the charter schools operated or managed by the applicant and significant gains in student academic achievement with all populations of students served by the charter schools operated or managed by the applicant. (3) Achieved results (including performance on statewide tests, annual student attendance and retention rates, high school graduation rates, college attendance rates, and college persistence rates where applicable and available) for low-income and other educationally disadvantaged students served by the charter schools operated or managed by [[Page 33503]] the applicant that are above the average academic achievement results for such students in the State. (4) No significant compliance issues (as defined in this notice), particularly in the areas of student safety and financial management. (76 FR 40898) Individual from low-income family means an individual who is determined by a State educational agency (SEA) or LEA to be a child, age 5 through 17, from a low-income family on the basis of (a) data used by the Secretary to determine allocations under section 1124 of the ESEA, (b) data on children eligible for free or reduced-price lunches under the Richard B. Russell National School Lunch Act, (c) data on children in families receiving assistance under part A of title IV of the Social Security Act, (d) data on children eligible to receive medical assistance under the Medicaid program under Title XIX of the Social Security Act, or (e) an alternate method that combines or extrapolates from the data in items (a) through (d) of this definition (see 20 U.S.C. 6537(3)). (76 FR 40898) Performance measure means any quantitative indicator, statistic, or metric used to gauge program or project performance. (34 CFR 77.1) Performance target means a level of performance that an applicant would seek to meet during the course of a project or as a result of a project. (34 CFR 77.1) Quasi-experimental design study means a study using a design that attempts to approximate an experimental design by identifying a comparison group that is similar to the treatment group in important respects. These studies, depending on design and implementation, can meet What Works Clearinghouse Evidence Standards (as defined in this notice) with reservations (but not What Works Clearinghouse Evidence Standards without reservations). (34 CFR 77.1) Randomized controlled trial means a study that employs random assignment of, for example, students, teachers, classrooms, schools, or districts to receive the intervention being evaluated (the treatment group) or not to receive the intervention (the control group). The estimated effectiveness of the intervention is the difference between the average outcome for the treatment group and for the control group. These studies, depending on design and implementation, can meet What Works Clearinghouse Evidence Standards (as defined in this notice) without reservations. (34 CFR 77.1) Replicate means to open one or more new charter schools that are based on the charter school model or models for which the applicant has presented evidence of success. (76 FR 40898) Significant compliance issue means a violation that did, will, or could lead to the revocation of a school's charter. (76 FR 40898) Substantially expand means to increase the student count of an existing charter school by more than 50 percent or to add at least two grades to an existing charter school over the course of the grant. (76 FR 40898) What Works Clearinghouse Evidence Standards means the standards set forth in the What Works Clearinghouse Procedures and Standards Handbook (Version 3.0, March 2014), which can be found at the following link: // ies.ed.gov/ncee/wwc/DocumentSum.aspx?sid=19. (34 CFR 77.1) Program Authority: Consolidated and Further Continuing Appropriations Act, 2015 (FY 2015 Appropriations Act), Division G, Pub. L. 113-235; and the Elementary and Secondary Education Act of 1965, as amended (ESEA) (20 U.S.C. 7221-7221j). Applicable Regulations: (a) The Education Department General Administrative Regulations (EDGAR) in 34 CFR parts 75, 76, 77, 79, 81, 82, 84, 86, 97, 98, and 99. (b) The OMB Guidelines to Agencies on Governmentwide Debarment and Suspension (Nonprocurement) in 2 CFR part 180, as adopted and amended as regulations of the Department in 2 CFR part 3485. (c) The Uniform Administrative Requirements, Cost Principles, and Audit Requirements for Federal Awards in 2 CFR part 200, as adopted and amended in 2 CFR part 3474. (d) The Final Priorities for this program. (e) The Final Promise Zones Priority.(f) The Final Supplemental Priorities. Note 1: The regulations in 34 CFR part 79 apply to all applicants except federally recognized Indian tribes. Note 2: The regulations in 34 CFR part 86 apply only to institutions of higher education. Note 3: The regulations in 34 CFR part 99 apply only to an educational agency or institution. II. Award Information Type of Award: Discretionary grants. Estimated Available Funds: $40,000,000. Contingent upon the availability of funds and the quality of applications, we may make additional awards in FY 2016 and future years from the list of unfunded applications from this competition. Estimated Range of Awards: $500,000 to $3,000,000 per year. Estimated Average Size of Awards: $1,600,000 per year. Estimated Number of Awards: 19-25. Note: The Department is not bound by any estimates in this notice. The estimated range, average size, and number of awards are based on a single 12-month budget period. However, the Department may choose to fund more than 12 months of a project using FY 2015 funds. Project Period: Up to 60 months. III. Eligibility Information 1. Eligible Applicants: Non-profit charter management organizations (as defined in this notice) and other entities that are not for-profit entities. Eligible applicants may also apply as a group or consortium. 2. Cost Sharing or Matching: This competition does not require cost sharing or matching. 3. Other: (a) Reasonable and Necessary Costs: The Secretary may elect to impose maximum limits on the amount of grant funds that may be awarded per charter school replicated, per charter school substantially expanded, or per new school seat created. For this competition the maximum limit of grant funds that may be awarded per new school seat is $3,000, including a maximum limit per new school created of $800,000. The maximum limit per new school seat in a charter school that is substantially expanding its enrollment is $1,500, including a maximum limit per substantially expanded school of $800,000. Note: Applicants must ensure that all costs included in the proposed budget are reasonable and necessary in light of the goals and objectives of the proposed project. Any costs determined by the Secretary to be unreasonable or unnecessary will be removed from the final approved budget. (b) Other CSP Grants: A charter school that receives funds under this competition is ineligible to receive funds for the same purpose under section 5202(c)(2) of the ESEA, including for planning and program design or the initial implementation of a charter school (i.e., CFDA 84.282A or 84.282B). A charter school that has received CSP funds for replication previously, or that has received funds for planning or initial implementation of a charter school (i.e., CFDA 84.282A or 84.282B), may not use funds under this grant for the same purpose. However, such charter schools may be eligible to receive funds under this competition to substantially expand the charter school beyond the existing grade levels or student count. [[Page 33504]] IV. Application and Submission Information 1. Address to Request Application Package: Brian Martin, U.S. Department of Education, 400 Maryland Avenue SW., Room 4W224, Washington, DC 20202-5970. Telephone: (202) 205-9085 or by email: [email protected]. If you use a telecommunications device for the deaf (TDD) or a text telephone (TTY), call the Federal Relay Service (FRS), toll free, at 1- 800-877-8339. Individuals with disabilities can obtain a copy of the application package in an accessible format (e.g., braille, large print, audiotape, or compact disc) by contacting the program contact person listed in this section. 2.a. Content and Form of Application Submission: Requirements concerning the content of an application, together with the forms you must submit, are in the application package for this competition. Page Limit: The application narrative (Part III of the application) is where you, the applicant, address the selection criteria that reviewers use to evaluate your application. We recommend that you limit the application narrative [Part III] to no more than 60 pages, using the following standards:A ``page'' is 8.5'' x 11'', on one side only, with 1'' margins at the top, bottom, and both sides. Double space (no more than three lines per vertical inch) all text in the application narrative, including titles, headings, footnotes, quotations, references, and captions, as well as all text in charts, tables, figures, and graphs. Use a font that is either 12 point or larger or no smaller than 10 pitch (characters per inch). Use one of the following fonts: Times New Roman, Courier, Courier New, or Arial. An application submitted in any other font (including Times Roman or Arial Narrow) will not be accepted. The page limit does not apply to Part I, the cover sheet; Part II, the budget section, including the narrative budget justification; Part IV, the assurances and certifications; or the one-page abstract, the resumes, the bibliography, or the letters of support. However, the page limit does apply to all of the application narrative section [Part III]. b. Submission of Proprietary Information: Given the types of projects that may be proposed in applications for the Replication and Expansion competition, an application may include business information that the applicant considers proprietary. The Department's regulations define ``business information'' in 34 CFR 5.11. Because we plan to make successful applications available to the public, you may wish to request confidentiality of business information. Consistent with Executive Order 12600, please designate in your application any information that you feel is exempt from disclosure under Exemption 4 of the Freedom of Information Act. In the appropriate Appendix section of your application, under ``Other Attachments Form,'' please list the page number or numbers on which we can find this information. For additional information please see 34 CFR 5.11(c). 3. Submission Dates and Times: Applications Available: June 12, 2015. Date of Pre-Application Meeting: The Department will hold a pre- application meeting via Webinar for prospective applicants on June 16, 2015, from 2:00 p.m. to 3:30 p.m., Washington, DC, time. Individuals interested in attending this meeting are encouraged to pre-register by emailing their name, organization, and contact information with the subject heading ``PRE-APPLICATION MEETING'' to [email protected]. There is no registration fee for attending this meeting. For further information about the pre-application meeting, contact Brian Martin, U.S. Department of Education, 400 Maryland Avenue SW., Room 4W224, Washington, DC 20202-5970. Telephone: (202) 205-9085 or by email: [email protected]. Deadline for Transmittal of Applications: July 15, 2015. Applications for grants under this competition must be submitted electronically using the Grants.gov Apply site (Grants.gov). For information (including dates and times) about how to submit your application electronically, or in paper format by mail or hand delivery if you qualify for an exception to the electronic submission requirement, please refer to section IV. 7. Other Submission Requirements of this notice. We do not consider an application that does not comply with the deadline requirements. Individuals with disabilities who need an accommodation or auxiliary aid in connection with the application process should contact the person listed under FOR FURTHER INFORMATION CONTACT in section VII of this notice. If the Department provides an accommodation or auxiliary aid to an individual with a disability in connection with the application process, the individual's application remains subject to all other requirements and limitations in this notice. Deadline for Intergovernmental Review: September 25, 2015. 4. Intergovernmental Review: This program is subject to Executive Order 12372 and the regulations in 34 CFR part 79. Information about Intergovernmental Review of Federal Programs under Executive Order 12372 is in the application package for this competition. 5. Funding Restrictions: Grantees under this program must use the grant funds to replicate or substantially expand the charter school model or models for which the applicant has presented evidence of success. Grant funds must be used to carry out allowable activities, as described in section 5204(f)(3) of the ESEA (20 U.S.C. 7221c(f)(3)). Pursuant to section 5204(f)(3) of the ESEA, grantees under this program must use the grant funds for-- (a) Post-award planning and design of the educational program, which may include: (i) Refinement of the desired educational results and of the methods for measuring progress toward achieving those results; and (ii) professional development of teachers and other staff who will work in the charter school; and (b) Initial implementation of the charter school, which may include: (i) Informing the community about the school; (ii) acquiring necessary equipment and educational materials and supplies; (iii) acquiring or developing curriculum materials; and (iv) other initial operational costs that cannot be met from State or local sources. Note 1: The FY 2015 Appropriations Act authorizes the use of CSP funds ``for grants that support preschool education in charter schools.'' Therefore, an application submitted under this competition may propose to use CSP funds to support preschool education in a charter school. For additional information and guidance regarding the use of CSP funds to support preschool education in charter schools, see ``Guidance on the use of Funds to support Preschool Education,'' released in November 2014 (www2.ed.gov/programs/charter/csppreschoolfaqs.doc). Note 2: In accordance with the Final Priorities for this program, a grantee may use up to 20 percent of grant funds for initial operational costs associated with the expansion or improvement of the grantee's oversight or management of its charter schools, provided that: (i) the specific charter schools being created or substantially expanded under the grant are the intended beneficiaries of such expansion or [[Page 33505]] improvement, and (ii) such expansion or improvement is intended to improve the grantee's ability to manage or oversee the charter schools created or substantially expanded under the grant. We reference additional regulations outlining funding restrictions in the Applicable Regulations section of this notice. 6. Data Universal Numbering System Number, Taxpayer Identification Number, and System for Award Management: To do business with the Department of Education, you must-- a. Have a Data Universal Numbering System (DUNS) number and a Taxpayer Identification Number (TIN); b. Register both your DUNS number and TIN with the System for Award Management (SAM) (formerly the Central Contractor Registry (CCR)), the Government's primary registrant database; c. Provide your DUNS number and TIN on your application; and d. Maintain an active SAM registration with current information while your application is under review by the Department and, if you are awarded a grant, during the project period. You can obtain a DUNS number from Dun and Bradstreet. A DUNS number can be created within one-to-two business days. If you are a corporate entity, agency, institution, or organization, you can obtain a TIN from the Internal Revenue Service. If you are an individual, you can obtain a TIN from the Internal Revenue Service or the Social Security Administration. If you need a new TIN, please allow 2-5 weeks for your TIN to become active. The SAM registration process can take approximately seven business days, but may take upwards of several weeks, depending on the completeness and accuracy of the data entered into the SAM database by an entity. Thus, if you think you might want to apply for Federal financial assistance under a program administered by the Department, please allow sufficient time to obtain and register your DUNS number and TIN. We strongly recommend that you register early. Note: Once your SAM registration is active, you will need to allow 24 to 48 hours for the information to be available in Grants.gov and before you can submit an application through Grants.gov. If you are currently registered with SAM, you may not need to make any changes. However, please make certain that the TIN associated with your DUNS number is correct. Also note that you will need to update your registration annually. This may take three or more business days. Information about SAM is available at www.SAM.gov. To further assist you with obtaining and registering your DUNS number and TIN in SAM or updating your existing SAM account, we have prepared a SAM.gov Tip Sheet, which you can find at: www2.ed.gov/fund/grant/apply/;sam- faqs.html. In addition, if you are submitting your application via Grants.gov, you must (1) be designated by your organization as an Authorized Organization Representative (AOR); and (2) register yourself with Grants.gov as an AOR. Details on these steps are outlined at the following Grants.gov Web page: www.grants.gov/web/grants/register.html. 7. Other Submission Requirements. Applications for grants under this competition must be submitted electronically unless you qualify for an exception to this requirement in accordance with the instructions in this section. a. Electronic Submission of Applications. Applications for grants under the CSP Grants for Replication and Expansion of High-Quality Charter Schools, CFDA number 84.282M, must be submitted electronically using the Governmentwide Grants.gov Apply site at www.Grants.gov. Through this site, you will be able to download a copy of the application package, complete it offline, and then upload and submit your application. You may not email an electronic copy of a grant application to us. We will reject your application if you submit it in paper format unless, as described elsewhere in this section, you qualify for one of the exceptions to the electronic submission requirement and submit, no later than two weeks before the application deadline date, a written statement to the Department that you qualify for one of these exceptions. Further information regarding calculation of the date that is two weeks before the application deadline date is provided later in this section under Exception to Electronic Submission Requirement. You may access the electronic grant application for CSP Grants for Replication and Expansion of High-Quality Charter Schools at www.Grants.gov. You must search for the downloadable application package for this competition by the CFDA number. Do not include the CFDA number's alpha suffix in your search (e.g., search for 84.282, not 84.282M). Please note the following: When you enter the Grants.gov site, you will find information about submitting an application electronically through the site, as well as the hours of operation. Applications received by Grants.gov are date and time stamped. Your application must be fully uploaded and submitted and must be date and time stamped by the Grants.gov system no later than 4:30:00 p.m., Washington, DC time, on the application deadline date. Except as otherwise noted in this section, we will not accept your application if it is received--that is, date and time stamped by the Grants.gov system--after 4:30:00 p.m., Washington, DC time, on the application deadline date. We do not consider an application that does not comply with the deadline requirements. When we retrieve your application from Grants.gov, we will notify you if we are rejecting your application because it was date and time stamped by the Grants.gov system after 4:30:00 p.m., Washington, DC time, on the application deadline date. The amount of time it can take to upload an application will vary depending on a variety of factors, including the size of the application and the speed of your Internet connection. Therefore, we strongly recommend that you do not wait until the application deadline date to begin the submission process through Grants.gov. You should review and follow the Education Submission Procedures for submitting an application through Grants.gov that are included in the application package for this competition to ensure that you submit your application in a timely manner to the Grants.gov system. You can also find the Education Submission Procedures pertaining to Grants.gov under News and Events on the Department's G5 system home page at www.G5.gov. You will not receive additional point value because you submit your application in electronic format, nor will we penalize you if you qualify for an exception to the electronic submission requirement, as described elsewhere in this section, and submit your application in paper format. You must submit all documents electronically, including all information you typically provide on the following forms: the Application for Federal Assistance (SF 424), the Department of Education Supplemental Information for SF 424, Budget Information--Non- Construction Programs (ED 524), and all necessary assurances and certifications. You must upload any narrative sections and all other attachments to your application as files in a .PDF (Portable Document) read-only, non-modifiable format. Specifically, do not upload an interactive or fillable .PDF [[Page 33506]] file. Do not upload an interactive or fillable PDF file. If you upload a file type other than a read-only, non-modifiable .PDF or submit a password-protected file, we will not review that material. Your electronic application must comply with any page- limit requirements described in this notice. After you electronically submit your application, you will receive from Grants.gov an automatic notification of receipt that contains a Grants.gov tracking number. (This notification indicates receipt by Grants.gov only, not receipt by the Department.) The Department then will retrieve your application from Grants.gov and send a second notification to you by email. This second notification indicates that the Department has received your application and has assigned your application a PR/Award number (an ED-specified identifying number unique to your application). We may request that you provide us original signatures on forms at a later date. Application Deadline Date Extension in Case of Technical Issues with the Grants.gov System: If you are experiencing problems submitting your application through Grants.gov, please contact the Grants.gov Support Desk, toll free, at 1-800-518-4726. You must obtain a Grants.gov Support Desk Case Number and must keep a record of it. If you are prevented from electronically submitting your application on the application deadline date because of technical problems with the Grants.gov system, we will grant you an extension until 4:30:00 p.m., Washington, DC time, the following business day to enable you to transmit your application electronically or by hand delivery. You also may mail your application by following the mailing instructions described elsewhere in this notice. If you submit an application after 4:30:00 p.m., Washington, DC time, on the application deadline date, please contact the person listed under For Further Information Contact in section VII of this notice and provide an explanation of the technical problem you experienced with Grants.gov, along with the Grants.gov Support Desk Case Number. We will accept your application if we can confirm that a technical problem occurred with the Grants.gov system and that that problem affected your ability to submit your application by 4:30:00 p.m., Washington, DC time, on the application deadline date. The Department will contact you after a determination is made on whether your application will be accepted. Note: The extensions to which we refer in this section apply only to the unavailability of, or technical problems with, the Grants.gov system. We will not grant you an extension if you failed to fully register to submit your application to Grants.gov before the application deadline date and time or if the technical problem you experienced is unrelated to the Grants.gov system. Exception to Electronic Submission Requirement: You qualify for an exception to the electronic submission requirement, and may submit your application in paper format, if you are unable to submit an application through the Grants.gov system because-- You do not have access to the Internet; or You do not have the capacity to upload large documents to the Grants.gov system; and No later than two weeks before the application deadline date (14 calendar days or, if the fourteenth calendar day before the application deadline date falls on a Federal holiday, the next business day following the Federal holiday), you mail or fax a written statement to the Department, explaining which of the two grounds for an exception prevent you from using the Internet to submit your application. If you mail your written statement to the Department, it must be postmarked no later than two weeks before the application deadline date. If you fax your written statement to the Department, we must receive the faxed statement no later than two weeks before the application deadline date. Address and mail or fax your statement to: Brian Martin, U.S. Department of Education, 400 Maryland Avenue, SW., room 4W224, Washington, DC 20202-5970. FAX: (202) 205-5630. Your paper application must be submitted in accordance with the mail or hand delivery instructions described in this notice. b. Submission of Paper Applications by Mail. If you qualify for an exception to the electronic submission requirement, you may mail (through the U.S. Postal Service or a commercial carrier) your application to the Department. You must mail the original and two copies of your application, on or before the application deadline date, to the Department at the following address: U.S. Department of Education, Application Control Center, Attention: CFDA Number 84.282M, LBJ Basement Level 1, 400 Maryland Avenue, SW., Washington, DC 20202-4260. You must show proof of mailing consisting of one of the following: (1) A legibly dated U.S. Postal Service postmark. (2) A legible mail receipt with the date of mailing stamped by the U.S. Postal Service. (3) A dated shipping label, invoice, or receipt from a commercial carrier. (4) Any other proof of mailing acceptable to the Secretary of the U.S. Department of Education. If you mail your application through the U.S. Postal Service, we do not accept either of the following as proof of mailing: (1) A private metered postmark. (2) A mail receipt that is not dated by the U.S. Postal Service. If your application is postmarked after the application deadline date, we will not consider your application. Note: The U.S. Postal Service does not uniformly provide a dated postmark. Before relying on this method, you should check with your local post office. c. Submission of Paper Applications by Hand Delivery. If you qualify for an exception to the electronic submission requirement, you (or a courier service) may deliver your paper application to the Department by hand. You must deliver the original and two copies of your application by hand, on or before the application deadline date, to the Department at the following address: U.S. Department of Education, Application Control Center, Attention: CFDA Number 84.282M, 550 12th Street, SW., Room 7039, Potomac Center Plaza, Washington, DC 20202-4260. The Application Control Center accepts hand deliveries daily between 8:00 a.m. and 4:30:00 p.m., Washington, DC time, except Saturdays, Sundays, and Federal holidays. Note for Mail or Hand Delivery of Paper Applications: If you mail or hand deliver your application to the Department-- (1) You must indicate on the envelope and--if not provided by the Department--in Item 11 of the SF 424 the CFDA number, including suffix letter, if any, of the competition under which you are submitting your application; and (2) The Application Control Center will mail to you a notification of receipt of your grant application. If you do not receive this notification within 15 business days from the application deadline date, you should call the U.S. Department of Education Application Control Center at (202) 245-6288. V. Application Review Information 1. Application Requirements: Applications for CSP Replication and Expansion grant funds must address the following application requirements and [[Page 33507]] the selection criteria described in this notice. An applicant may choose to respond to the application requirements in the context of its responses to the selection criteria. These application requirements are from the Final Priorities for this program. (a) Describe the objectives of the project for replicating or substantially expanding high-quality charter schools (as defined in this notice) and the methods by which the applicant will determine its progress toward achieving those objectives. (b) Describe how the applicant currently operates or manages the charter schools for which it has presented evidence of success, and how the proposed new or substantially expanded charter schools will be operated or managed. Include a description of central office functions, governance, daily operations, financial management, human resources management, and instructional management. If applying as a group or consortium, describe the roles and responsibilities of each member of the group or consortium and how each member will contribute to this project. (c) Describe how the applicant will ensure that each proposed new or substantially expanded charter school receives its commensurate share of Federal education funds that are allocated by formula each year, including during the first year of operation of the school and any year in which the school's enrollment substantially expands. (d) Describe the educational program to be implemented in the proposed new or substantially expanded charter schools, including how the program will enable all students (including educationally disadvantaged students) to meet State student academic achievement standards, the grade levels or ages of students to be served, and the curriculum and instructional practices to be used. Note: An applicant proposing to create or substantially expand a single-sex charter school should include in its application, or as an addendum to the application, a detailed description of how it is complying with applicable nondiscrimination laws, including the Equal Protection Clause of the U.S. Constitution (as interpreted in United States v. Virginia, 518 U.S. 515 (1996) and other cases) and Title IX of the Education Amendments of 1972 (20 U.S.C. 1681 et seq.) and its regulations, including 34 CFR 106.34(c). Specifically, the applicant should provide a written justification for each new or existing single-sex charter school that explains (1) how the single- sex charter school is based on an important governmental objective(s); and (2) how the single-sex nature of the charter school is substantially related to the stated objective(s). An applicant that operates or is proposing to operate a single-sex charter school that is part of an LEA and not a single-school LEA under State law, should also provide (1) information about whether there is a substantially equal single-sex school(s) for students of the excluded sex, and, if so, a detailed description of both the current or proposed single-sex charter school and the substantially equal single-sex school(s), based on the factors in 34 CFR 106.34(c)(3); and (2) information about whether there is a substantially equal coeducational school(s) for students of the excluded sex, and, if so, a detailed description of both the current or proposed single-sex charter school and the substantially equal coeducational school(s), based on the factors in 34 CFR 106.34(c)(3). An applicant that currently offers or is proposing to create or expand single-sex classes or extracurricular activities at a coeducational charter school should also include in its application, or as an addendum to its application, a detailed description of how it will comply with applicable nondiscrimination laws, including the Equal Protection Clause of the U.S. Constitution (as interpreted in United States v. Virginia, 518 U.S. 515 (1996) and other cases) and Title IX of the Education Amendments of 1972 (20 U.S.C. 1681 et seq.) and its regulations, including 34 CFR 106.34(b) with respect to those single- sex offerings. The Title IX requirements are discussed in more detail in the Department's ``Questions and Answers on Title IX and Single-Sex Elementary and Secondary Classes and Extracurricular Activities,'' available at www2.ed.gov/about/offices/list/ocr/docs/faqs-title-ix-single-sex-201412.pdf. (e) Describe the administrative relationship between the charter school or schools to be replicated or substantially expanded by the applicant and the authorized public chartering agency. (f) Describe how the applicant will provide for continued operation of the proposed new or substantially expanded charter school or schools once the Federal grant has expired. (g) Describe how parents and other members of the community will be involved in the planning, program design, and implementation of the proposed new or substantially expanded charter school or schools. (h) Include a request and justification for waivers of any Federal statutory or regulatory provisions that the applicant believes are necessary for the successful operation of the proposed new or substantially expanded charter schools. (i) Describe how the grant funds will be used, including how these funds will be used in conjunction with other Federal programs administered by the Secretary, and with any matching funds. (j) Describe how all students in the community, including students with disabilities, English learners, and other educationally disadvantaged students, will be informed about the proposed new or substantially expanded charter schools and given an equal opportunity to attend such schools. Note: The applicant should provide a detailed description of its recruitment and admissions policies and practices, including a description of the lottery it plans to employ at each charter school if more students apply for admission than can be accommodated. The applicant should also describe any current or planned use of a weighted lottery or exemptions of certain categories of students from the lottery and how the use of such weights or exemptions is consistent with State law and the CSP authorizing statute. For information on the CSP lottery requirement, including permissible exemptions from the lottery and the circumstances under which charter schools receiving CSP funds may use weighted lotteries, see Section E of the CSP Nonregulatory Guidance atwww2.ed.gov/programs/charter/nonregulatory-guidance.html (revised January 2014). An application that proposes to use a weighted lottery should provide the following: (1) Information concerning the circumstances in which a weighted lottery would be used, including the specific categories of students the weighted lottery would favor; (2) Evidence that (a) the use of a weighted lottery is necessary to comply with Federal or State law; or (b) the State permits the use of a weighted lottery under the circumstances in which a weighted lottery is proposed to be used (e.g., in favor of educationally disadvantaged students). State permission to use a weighted lottery can be evidenced by the fact that weighted lotteries for such students are expressly permitted under the State charter school law, a State regulation, or a written State policy consistent with the State charter school law or regulation, or, in the absence of express authorization, confirmation from the State's Attorney General, in writing, that State law permits the use of weighted lotteries in favor of such students; (3) Information concerning the mechanisms that exist (if any) for an oversight entity (e.g., the SEA or an authorized public chartering agency) to review, approve, or monitor specific lottery practices, including the establishment of weight amounts if applicable; (4) Information concerning how the use of a weighted lottery for a permitted purpose is within the scope and objectives of the proposed project; and [[Page 33508]] (5) Information concerning the amount or range of lottery weights that will be employed or permitted and the rationale for these weights. (k) Describe how the proposed new or substantially expanded charter schools that are considered to be LEAs under State law, or the LEAs in which the new or substantially expanded charter schools are located, will comply with sections 613(a)(5) and 613(e)(1)(B) of the Individuals with Disabilities Education Act (IDEA) (for additional information on IDEA, please see idea.ed.gov/explore/view/p/%2Croot%2Cstatute%2CI%2CB%2C613%2C). (l) Provide information on any significant compliance issues identified within the past three years for each school managed by the applicant, including compliance issues in the areas of student safety, financial management, and statutory or regulatory compliance. (m) For each charter school currently operated or managed by the applicant, provide the following information: the year founded, the grades currently served, the number of students, the address, the percentage of students in each subgroup of students described in section 1111(b)(2)(C)(v)(II) of the ESEA, results on the State assessment for the past three years (if available) by subgroup, attendance rates, student attrition rates for the past three years, and (if the school operates a 12th grade) high school graduation rates and college attendance rates (maintaining standards to protect personally identifiable information). Note: The Secretary encourages applicants to also provide suspension and expulsion rates by each subgroup for the past three years (if available) for each charter school currently operated or managed by the applicant. (n) Provide objective data showing applicant quality. In particular, the Secretary requires the applicant to provide the following data: (1) Performance (school-wide and by subgroup) for the past three years (if available) on statewide tests of all charter schools operated or managed by the applicant as compared to all students in other schools in the State or States at the same grade level, and as compared with other schools serving similar demographics of students (maintaining standards to protect personally identifiable information); (2) Annual student attendance and retention rates (school-wide and by subgroup) for the past three years (or over the life of the school, if the school has been open for fewer than three years), and comparisons with other similar schools (maintaining standards to protect personally identifiable information); and (3) Where applicable and available, high school graduation rates, college attendance rates, and college persistence rates (school-wide and by subgroup) for the past three years (if available) of students attending schools operated or managed by the applicant, and the methodology used to calculate these rates (maintaining standards to protect personally identifiable information). When reporting data for schools in States that may have particularly demanding or low standards of proficiency, applicants are invited to discuss how their academic success might be considered against applicants from across the country. (o) Provide such other information and assurances as the Secretary may require. 2. Selection Criteria. The selection criteria for this program are from the Final Priorities for this program and 34 CFR 75.210. The maximum possible score for addressing all of the criteria in this section is 100 points. The maximum possible score for addressing each criterion is indicated in parentheses following the criterion. In evaluating an application, the Secretary considers the following criteria: (a) Quality of the eligible applicant. (76 FR 40898) (50 points) In determining the quality of the applicant, the Secretary considers the following factors-- (1) The degree, including the consistency over the past three years, to which the applicant has demonstrated success in significantly increasing student academic achievement and attainment for all students, including, as applicable, educationally disadvantaged students served by the charter schools operated or managed by the applicant (20 points). (2) Either-- (i) The degree, including the consistency over the past three years, to which the applicant has demonstrated success in closing historic achievement gaps for the subgroups of students described in section 1111(b)(2)(C)(v)(II) of the ESEA at the charter schools operated or managed by the applicant, or (ii) The degree, including the consistency over the past three years, to which there have not been significant achievement gaps between any of the subgroups of students described in section 1111(b)(2)(C)(v)(II) of the ESEA at the charter schools operated or managed by the applicant and to which significant gains in student academic achievement have been made with all populations of students served by the charter schools operated or managed by the applicant (15 points). (3) The degree, including the consistency over the past three years, to which the applicant has achieved results (including performance on statewide tests, annual student attendance and retention rates, high school graduation rates, college attendance rates, and college persistence rates where applicable and available) for low- income and other educationally disadvantaged students served by the charter schools operated or managed by the applicant that are significantly above the average academic achievement results for such students in the State (15 points). (b) Contribution in assisting educationally disadvantaged students. (76 FR 40898) (10 points) The contribution the proposed project will make in assisting educationally disadvantaged students served by the applicant to meet or exceed State academic content standards and State student academic achievement standards, and to graduate college- and career-ready. When responding to this selection criterion, applicants must discuss the proposed locations of schools to be created or substantially expanded and the student populations to be served. Note: The Secretary encourages applicants to describe their prior success in improving educational achievement and outcomes for educationally disadvantaged students, including students with disabilities and English learners. In addition, the Secretary encourages applicants to address how they will ensure that all eligible students with disabilities receive a free appropriate public education and how the proposed project will assist educationally disadvantaged students, including students with disabilities and English learners, in mastering State academic content standards and State student academic achievement standards. (c) Quality of the project design. (76 FR 40898 and 34 CFR 75.210(c)(2)(xxviii)) (10 points) The Secretary considers the quality of the design of the proposed project. In determining the quality of the design of the proposed project, the Secretary considers the extent to which the goals, objectives, and outcomes to be achieved by the proposed project are clearly specified, measurable, and attainable. Applicants proposing to open schools serving substantially different populations than those currently served by the model for which they have demonstrated evidence of success must address the attainability of outcomes given this difference. [[Page 33509]] (d) Quality of the management plan and personnel. (76 FR 40898) (20 points) The Secretary considers the quality of the management plan and personnel to replicate and substantially expand high-quality charter schools (as defined in this notice). In determining the quality of the management plan and personnel for the proposed project, the Secretary considers-- (1) The adequacy of the management plan to achieve the objectives of the proposed project on time and within budget, including clearly defined responsibilities, timelines, and milestones for accomplishing project tasks (4 points). (2) The business plan for improving, sustaining, and ensuring the quality and performance of charter schools created or substantially expanded under these grants beyond the initial period of Federal funding in areas including, but not limited to, facilities, financial management, central office, student academic achievement, governance, oversight, and human resources of the charter schools (4 points). (3) A multi-year financial and operating model for the organization, a demonstrated commitment of current and future partners, and evidence of broad support from stakeholders critical to the project's long-term success (4 points). (4) The plan for closing charter schools supported, overseen, or managed by the applicant that do not meet high standards of quality (2 points). (5) The qualifications, including relevant training and experience, of the project director, chief executive officer or organization leader, and key project personnel, especially in managing projects of the size and scope of the proposed project (6 points). (e) Quality of the evaluation plan. (34 CFR 75.210(h)(2)(iv)) (10 points) The Secretary considers the quality of the evaluation to be conducted of the proposed project. In determining the quality of the evaluation, the Secretary considers the extent to which the methods of evaluation include the use of objective performance measures that are clearly related to the intended outcomes of the project and will produce quantitative and qualitative data. 3. Review and Selection Process: We remind potential applicants that in reviewing applications in any discretionary grant competition, the Secretary may consider, under 34 CFR 75.217(d)(3), the past performance of the applicant in carrying out a previous award, such as the applicant's use of funds, achievement of project objectives, and compliance with grant conditions. The Secretary may also consider whether the applicant failed to submit a timely performance report or submitted a report of unacceptable quality. In addition, in making a competitive grant award, the Secretary also requires various assurances including those applicable to Federal civil rights laws that prohibit discrimination in programs or activities receiving Federal financial assistance from the Department of Education (34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23). 4. Special Conditions: Under 2 CFR 3474.10, the Secretary may impose special conditions and, in appropriate circumstances, high-risk conditions on a grant if the applicant or grantee is not financially stable; has a history of unsatisfactory performance; has a financial or other management system that does not meet the standards in 2 CFR part 200, subpart D; has not fulfilled the conditions of a prior grant; or is otherwise not responsible. VI. Award Administration Information 1. Award Notices: If your application is successful, we notify your U.S. Representative and U.S. Senators and send you a Grant Award Notification (GAN); or we may send you an email containing a link to access an electronic version of your GAN. We may notify you informally, also. If your application is not evaluated or not selected for funding, we notify you. 2. Administrative and National Policy Requirements: We identify administrative and national policy requirements in the application package and reference these and other requirements in the Applicable Regulations section of this notice. We reference the regulations outlining the terms and conditions of an award in the Applicable Regulations section of this notice and include these and other specific conditions in the GAN. The GAN also incorporates your approved application as part of your binding commitments under the grant. 3. Reporting: (a) If you apply for a grant under this competition, you must ensure that you have in place the necessary processes and systems to comply with the reporting requirements in 2 CFR part 170 should you receive funding under the competition. This does not apply if you have an exception under 2 CFR 170.110(b). (b) At the end of your project period, you must submit a final performance report, including financial information, as directed by the Secretary. If you receive a multi-year award, you must submit an annual performance report that provides the most current performance and financial expenditure information as directed by the Secretary under 34 CFR 75.118. The Secretary may also require more frequent performance reports under 34 CFR 75.720(c). For specific requirements on reporting, please go to www.ed.gov/fund/grant/apply/appforms/appforms.html. 4. Performance Measures: (a) Program Performance Measures. The goal of the CSP is to support the creation and development of a large number of high-quality charter schools that are free from State or local rules that inhibit flexible operation, are held accountable for enabling students to reach challenging State performance standards, and are open to all students. The Secretary has two performance indicators to measure progress towards this goal: (1) the number of charter schools in operation around the Nation, and (2) the percentage of fourth- and eighth-grade charter school students who are achieving at or above the proficient level on State assessments in mathematics and reading/language arts. Additionally, the Secretary has established the following measure to examine the efficiency of the CSP: Federal cost per student in implementing a successful school (defined as a school in operation for three or more consecutive years). (b) Project-Specific Performance Measures. Applicants must propose project-specific performance measures and performance targets consistent with the objectives of the proposed project. Applications must provide the following information as directed under 34 CFR 75.110(b) and (c): (1) Performance measures. How each proposed performance measure (as defined in this notice) would accurately measure the performance of the project and how the proposed performance measure would be consistent with the performance measures established for the program funding the competition. (2) Baseline data. (i) Why each proposed baseline (as defined in this notice) is valid; or (ii) If the applicant has determined that there are no established baseline data for a particular performance measure, an explanation of why there is no established baseline and of how and when, during the project period, the applicant would establish a valid baseline for the performance measure. (3) Performance targets. Why each proposed performance target (as defined in this notice) is ambitious (as defined in this notice) yet achievable compared to the baseline for the performance [[Page 33510]] measure and when, during the project period, the applicant would meet the performance target(s). Note: The Secretary encourages applicants to consider measures and targets tied to their grant activities (for instance, if grant funds will support professional development for teachers and other staff, applicants should include measures related to the outcomes for the professional development), as well as to student academic achievement during the grant period. The measures should be sufficient to gauge the progress throughout the grant period, and show results by the end of the grant period. For technical assistance in developing effective performance measures, applicants are encouraged to review information provided by the Department's Regional Educational Laboratories (RELs). The RELs seek to build the capacity of States and school districts to incorporate data and research into education decision-making. Each REL provides research support and technical assistance to its region but makes learning opportunities available to educators everywhere. For example, the REL Northeast and Islands has created the following resource on logic models: relpacific.mcrel.org/resources/elm-app. (4) The applicant must also describe in the application: (i) the data collection and reporting methods the applicant would use and why those methods are likely to yield reliable, valid, and meaningful performance data, and (ii) the applicant's capacity to collect and report reliable, valid, and meaningful performance data, as evidenced by high-quality data collection, analysis, and reporting in other projects or research. Note: If the applicant does not have experience with collection and reporting of performance data through other projects or research, the applicant should provide other evidence of capacity to successfully carry out data collection and reporting for their proposed project. All grantees must submit an annual performance report with information that is responsive to these performance measures. 5. Continuation Awards: In making a continuation award under 34 CFR 75.253, the Secretary considers, among other things: whether a grantee has made substantial progress in achieving the goals and objectives of the project; whether the grantee has expended funds in a manner that is consistent with its approved application and budget; and, if the Secretary has established performance measurement requirements, the performance targets in the grantee's approved application. In making a continuation grant, the Secretary also considers whether the grantee is operating in compliance with the assurances in its approved application, including those applicable to Federal civil rights laws that prohibit discrimination in programs or activities receiving Federal financial assistance from the Department (34 CFR 100.4, 104.5, 106.4, 108.8, and 110.23). VII. Agency Contact For Further Information Contact: Brian Martin, U.S. Department of Education, 400 Maryland Avenue SW., room 4W224, Washington, DC 20202- 5970. Telephone: (202) 205-9085 or by email: [email protected]. If you use a TDD or a TTY, call the FRS, toll free, at 1-800-877- 8339. VIII. Other Information Accessible Format: Individuals with disabilities can obtain this document and a copy of the application package in an accessible format (e.g., braille, large print, audiotape, or compact disc) on request to the program contact person listed under For Further Information Contact in section VII of this notice. Electronic Access to This Document: The official version of this document is the document published in the Federal Register. Free Internet access to the official edition of the Federal Register and the Code of Federal Regulations is available via the Federal Digital System at: www.thefederalregister.org/fdsys. At this site you can view this document, as well as all other documents of this Department published in the Federal Register, in text or Adobe Portable Document Format (PDF). To use PDF you must have Adobe Acrobat Reader, which is available free at the site. You may also access documents of the Department published in the Federal Register by using the article search feature at: www.federalregister.gov. Specifically, through the advanced search feature at this site, you can limit your search to documents published by the Department. Dated: June 8, 2015. Nadya Chinoy Dabby, Assistant Deputy Secretary for Innovation and Improvement. [FR Doc. 2015-14386 Filed 6-11-15; 8:45 am] BILLING CODE 4000-01-P
![Federal Register / Vol. 80, No. 113 / Friday, June 12, 2015 / Notices 33499
Policy Justification management oversight and support command and control. They provide the
Japan—E–2D Advanced Hawkeye requirements. ability to distinguish friendly aircraft,
There will be no adverse impact on vehicles, or forces, and to determine
Airborne Early Warning and Control
U.S. defense readiness as a result of this their bearing and range from the
Aircraft.
proposed sale. interrogator. These devices have
The Government of Japan has embedded COMSEC which contains
requested a possible sale of four (4) E– Transmittal No. 15–35
sensitive encryption algorithms and
2D Advanced Hawkeye (AHE) Airborne Notice of Proposed Issuance of Letter of keying material. The APX–122
Early Warning and Control (AEW&C) Offer Pursuant to Section 36(b)(1) of the Interrogator and APX–123 IFF
aircraft, ten (10) T56–A–427A engines (8 Arms Export Control Act Transponder are classified Secret.
installed and 2 spares), eight (8) 5. The ALQ–217 Electronic Support
Annex
Multifunction Information Distribution Measure system is used to detect,
System Low Volume Terminals (MIDS– Item No. vii
intercept, identify, locate, record, and/or
LVT), four (4) APY–9 Radars, (vii) Sensitivity of Technology: analyze sources of radiated
modifications, spare and repair parts, 1. The E–2D Advanced Hawkeye electromagnetic energy to support
support equipment, publications and (AHE) Airborne Early Warning and classification of unknown surface and
technical documentation, personnel Control (AEW&C) is a state of the art airborne units. The ALQ–217 is
training and training equipment, ferry aircraft. The E–2D AHE provides classified Secret.
services, aerial refueling support, U.S. detection and surveillance of regional 6. If a technologically advanced
Government and contractor logistics, surface and aircraft platforms through adversary obtained knowledge of the
engineering, and technical support the use of the APY–9 radar, APX–122A specific hardware or software in the
services, and other related elements of Identification Friend or Foe (IFF), and proposed sale, the information could be
logistics and program support. The ALQ 217 Electronic Support Measures used to develop countermeasures which
estimated cost is $1.7 billion. (ESM) systems. The E–2D AHE provides might reduce weapons system
This proposed sale will contribute to area surveillance and detection, air effectiveness or be used in the
the foreign policy and national security intercept control, air traffic control, development of a system with similar or
of the United States. Japan is one of the search and rescue assistance, advanced capabilities.
major political and economic powers in communication relay and automatic 7. A determination has been made
East Asia and the Western Pacific and tactical data exchange. The E–2D AHE that the Government of Japan can
a key partner of the United States in is classified Secret. provide substantially the same degree of
ensuring peace and stability in that 2. The APY–9 radar is a mechanically
protection for the sensitive technology
region. It is vital to the U.S. national rotated, electronically scanned array,
being released as the U.S. Government.
interest to assist Japan in developing which utilizes Space Time Adaptive
This sale is necessary in furtherance of
and maintaining a strong and ready self- Processing technology to provide 360-
the U.S. foreign policy and national
defense capability. This proposed sale is degree detection and surveillance in
security objectives outlined in the
consistent with U.S. foreign policy and high clutter environments. It is able to
provide simultaneous detection and Policy Justification.
national security objectives and the
surveillance of surface and air units. 8. All defense articles and services
1960 Treaty of Mutual Cooperation and
The APY–9 radar is classified Secret. listed in this transmittal have been
Security.
3. The Multifunction Information authorized for release and export to the
The proposed sale of E–2D AHE
Distribution System Low Volume Government of Japan.
aircraft will improve Japan’s ability to
effectively provide homeland defense Terminals (MIDS–LVT) is a command, [FR Doc. 2015–14414 Filed 6–11–15; 8:45 am]
utilizing an AEW&C capability. Japan control, communications, and BILLING CODE 5001–06–P
will use the E–2D AHE aircraft to intelligence (C3I) system incorporating
provide AEW&C situational awareness high-capacity, jam-resistant, digital
of air and naval activity in the Pacific communication links for exchange of DEPARTMENT OF EDUCATION
region and to augment its existing E–2C near real-time tactical information
Hawkeye AEW&C fleet. Japan will have including both data and voice, among Application for New Awards; Charter
no difficulty absorbing these aircraft air, ground and sea elements. The Schools Program (CSP); Grants for
into its armed forces. MIDS–LVT incorporates the Link-16 Replication and Expansion of High-
The proposed sale of these aircraft military technical data exchange Quality Charter Schools
and support will not alter the basic network which supports key theater
military balance in the region. functions such as surveillance, AGENCY: Office of Innovation and
The principal contractor will be identification, air control, and direction Improvement, Department of Education.
Northrop Grumman Corporation for U.S. Services and those allied and ACTION: Notice.
Aerospace Systems in Melbourne, partner nations for which there is a
Florida. The acquisition and integration validated interoperability requirement. Overview Information:
of all systems will be managed by the The system provides jam-resistant, CSP Grants for Replication and
U.S. Navy’s Naval Air Systems wide-area communications on a Link-16 Expansion of High-Quality Charter
Command (NAVAIR). There are no network. Link-16 provides a correlated, Schools.
known offset agreements proposed in real-time picture of the battle space. Notice inviting applications for new
awards for fiscal year (FY) 2015.
mstockstill on DSK4VPTVN1PROD with NOTICES
connection with this potential sale. These devices have embedded
Implementation of this proposed sale communications security (COMSEC) Catalog of Federal Domestic
will not require any additional U.S. which contains sensitive encryption Assistance (CFDA) Number: 84.282M.
Government or contractor personnel in algorithms and keying material. The DATES: Applications Available: June 12,
Japan. However, U.S. Government or MIDS–LVT is classified Secret. 2015.
contractor personnel in-country visits 4. The APX–122 Interrogator and Date of Pre-Application Meeting: June
will be required on a temporary basis in APX–123 IFF Transponder are 16, 2015, 2:00 p.m. to 3:30 p.m.,
conjunction with program technical and identification systems designed for Washington, DC, time.
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![33504 Federal Register / Vol. 80, No. 113 / Friday, June 12, 2015 / Notices
IV. Application and Submission proprietary. The Department’s remains subject to all other
Information regulations define ‘‘business requirements and limitations in this
1. Address to Request Application information’’ in 34 CFR 5.11. notice.
Because we plan to make successful Deadline for Intergovernmental
Package: Brian Martin, U.S. Department
applications available to the public, you Review: September 25, 2015.
of Education, 400 Maryland Avenue
may wish to request confidentiality of 4. Intergovernmental Review: This
SW., Room 4W224, Washington, DC
business information. program is subject to Executive Order
20202–5970. Telephone: (202) 205–9085
Consistent with Executive Order 12372 and the regulations in 34 CFR
or by email: brian.martin@ed.gov.
12600, please designate in your part 79. Information about
If you use a telecommunications
application any information that you Intergovernmental Review of Federal
device for the deaf (TDD) or a text
feel is exempt from disclosure under Programs under Executive Order 12372
telephone (TTY), call the Federal Relay
Exemption 4 of the Freedom of is in the application package for this
Service (FRS), toll free, at 1–800–877–
Information Act. In the appropriate competition.
8339. 5. Funding Restrictions: Grantees
Appendix section of your application,
Individuals with disabilities can under this program must use the grant
under ‘‘Other Attachments Form,’’
obtain a copy of the application package funds to replicate or substantially
please list the page number or numbers
in an accessible format (e.g., braille, expand the charter school model or
on which we can find this information.
large print, audiotape, or compact disc) models for which the applicant has
For additional information please see 34
by contacting the program contact presented evidence of success. Grant
CFR 5.11(c).
person listed in this section. 3. Submission Dates and Times: funds must be used to carry out
2.a. Content and Form of Application Applications Available: June 12, 2015. allowable activities, as described in
Submission: Requirements concerning Date of Pre-Application Meeting: The section 5204(f)(3) of the ESEA (20 U.S.C.
the content of an application, together Department will hold a pre-application 7221c(f)(3)).
with the forms you must submit, are in meeting via Webinar for prospective Pursuant to section 5204(f)(3) of the
the application package for this applicants on June 16, 2015, from 2:00 ESEA, grantees under this program must
competition. p.m. to 3:30 p.m., Washington, DC, time. use the grant funds
Page Limit: The application narrative Individuals interested in attending this for—
(Part III of the application) is where you, meeting are encouraged to pre-register (a) Post-award planning and design of
the applicant, address the selection by emailing their name, organization, the educational program, which may
criteria that reviewers use to evaluate and contact information with the subject include: (i) Refinement of the desired
your application. We recommend that heading ‘‘PRE–APPLICATION educational results and of the methods
you limit the application narrative [Part MEETING’’ to CharterSchools@ed.gov. for measuring progress toward achieving
III] to no more than 60 pages, using the There is no registration fee for attending those results; and (ii) professional
following standards: this meeting. development of teachers and other staff
• A ‘‘page’’ is 8.5’’ x 11’’, on one side For further information about the pre- who will work in the charter school;
only, with 1’’ margins at the top, application meeting, contact Brian and
bottom, and both sides. Martin, U.S. Department of Education, (b) Initial implementation of the
• Double space (no more than three 400 Maryland Avenue SW., Room charter school, which may include: (i)
lines per vertical inch) all text in the 4W224, Washington, DC 20202–5970. Informing the community about the
application narrative, including titles, Telephone: (202) 205–9085 or by email: school; (ii) acquiring necessary
headings, footnotes, quotations, brian.martin@ed.gov. equipment and educational materials
references, and captions, as well as all Deadline for Transmittal of and supplies; (iii) acquiring or
text in charts, tables, figures, and Applications: July 15, 2015. developing curriculum materials; and
graphs. Applications for grants under this (iv) other initial operational costs that
• Use a font that is either 12 point or competition must be submitted cannot be met from State or local
larger or no smaller than 10 pitch electronically using the Grants.gov sources.
(characters per inch). Apply site (Grants.gov). For information
Note 1: The FY 2015 Appropriations Act
• Use one of the following fonts: (including dates and times) about how authorizes the use of CSP funds ‘‘for grants
Times New Roman, Courier, Courier to submit your application that support preschool education in charter
New, or Arial. An application submitted electronically, or in paper format by schools.’’ Therefore, an application
in any other font (including Times mail or hand delivery if you qualify for submitted under this competition may
Roman or Arial Narrow) will not be an exception to the electronic propose to use CSP funds to support
accepted. submission requirement, please refer to preschool education in a charter school. For
The page limit does not apply to Part section IV. 7. Other Submission additional information and guidance
I, the cover sheet; Part II, the budget regarding the use of CSP funds to support
Requirements of this notice.
section, including the narrative budget preschool education in charter schools, see
We do not consider an application ‘‘Guidance on the use of Funds to support
justification; Part IV, the assurances and that does not comply with the deadline Preschool Education,’’ released in November
certifications; or the one-page abstract, requirements. 2014 (www2.ed.gov/programs/charter/
the resumes, the bibliography, or the Individuals with disabilities who csppreschoolfaqs.doc).
letters of support. However, the page need an accommodation or auxiliary aid
limit does apply to all of the application in connection with the application Note 2: In accordance with the Final
Priorities for this program, a grantee may use
mstockstill on DSK4VPTVN1PROD with NOTICES
narrative section [Part III]. process should contact the person listed
b. Submission of Proprietary under FOR FURTHER INFORMATION up to 20 percent of grant funds for initial
operational costs associated with the
Information: CONTACT in section VII of this notice. If
expansion or improvement of the grantee’s
Given the types of projects that may the Department provides an oversight or management of its charter
be proposed in applications for the accommodation or auxiliary aid to an schools, provided that: (i) the specific charter
Replication and Expansion competition, individual with a disability in schools being created or substantially
an application may include business connection with the application expanded under the grant are the intended
information that the applicant considers process, the individual’s application beneficiaries of such expansion or
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![33510 Federal Register / Vol. 80, No. 113 / Friday, June 12, 2015 / Notices
measure and when, during the project grantee is operating in compliance with DEPARTMENT OF ENERGY
period, the applicant would meet the the assurances in its approved
[OE Docket No. PP–400]
performance target(s). application, including those applicable
Note: The Secretary encourages applicants to Federal civil rights laws that prohibit Notice of Availability (NOA) for the
to consider measures and targets tied to their discrimination in programs or activities Draft Environmental Impact Statement
grant activities (for instance, if grant funds receiving Federal financial assistance (EIS) and Announcement of Public
will support professional development for from the Department (34 CFR 100.4, Hearings for the Proposed New
teachers and other staff, applicants should
104.5, 106.4, 108.8, and 110.23). England Clean Power Link (NECPL)
include measures related to the outcomes for
the professional development), as well as to Transmission Line
VII. Agency Contact
student academic achievement during the
AGENCY: U.S. Department of Energy.
grant period. The measures should be For Further Information Contact:
sufficient to gauge the progress throughout ACTION: Notice of availability and public
Brian Martin, U.S. Department of
the grant period, and show results by the end hearings.
of the grant period.
Education, 400 Maryland Avenue SW.,
room 4W224, Washington, DC 20202– SUMMARY: The U.S. Department of
For technical assistance in developing 5970. Telephone: (202) 205–9085 or by Energy (DOE) announces the availability
effective performance measures, email: brian.martin@ed.gov. of the ‘‘Draft Environmental Impact
applicants are encouraged to review Statement for the New England Clean
information provided by the If you use a TDD or a TTY, call the
FRS, toll free, at 1–800–877–8339. Power Link Transmission Line Project’’
Department’s Regional Educational (DOE/EIS–0503) for public review and
Laboratories (RELs). The RELs seek to VIII. Other Information comment. DOE is also announcing two
build the capacity of States and school public hearings to receive comments on
districts to incorporate data and Accessible Format: Individuals with the Draft EIS. The Draft EIS evaluates
research into education decision- disabilities can obtain this document the environmental impacts of DOE’s
making. Each REL provides research and a copy of the application package in proposed Federal action of issuing a
support and technical assistance to its an accessible format (e.g., braille, large Presidential permit to the Applicant:
region but makes learning opportunities print, audiotape, or compact disc) on Champlain VT, LLC, doing business as
available to educators everywhere. For request to the program contact person TDI New England (‘‘TDI–NE’’), to
example, the REL Northeast and Islands listed under For Further Information construct, operate, maintain, and
has created the following resource on Contact in section VII of this notice. connect a new electric transmission line
logic models: relpacific.mcrel.org/ across the U.S./Canada border in
resources/elm-app. Electronic Access to This Document:
The official version of this document is northern Vermont.
(4) The applicant must also describe
in the application: (i) the data collection the document published in the Federal DATES: DOE invites interested Members
and reporting methods the applicant Register. Free Internet access to the of Congress, state and local
would use and why those methods are official edition of the Federal Register governments, other Federal agencies,
likely to yield reliable, valid, and and the Code of Federal Regulations is American Indian tribal governments,
meaningful performance data, and (ii) available via the Federal Digital System organizations, and members of the
the applicant’s capacity to collect and at: www.gpo.gov/fdsys. At this site you public to provide comments on the Draft
report reliable, valid, and meaningful can view this document, as well as all EIS during the 60-day public comment
performance data, as evidenced by high- other documents of this Department period. The public comment period
quality data collection, analysis, and published in the Federal Register, in starts on June 12, 2015, with the
reporting in other projects or research. publication in the Federal Register by
text or Adobe Portable Document
the U.S. Environmental Protection
Note: If the applicant does not have Format (PDF). To use PDF you must
Agency of its Notice of Availability of
experience with collection and reporting of have Adobe Acrobat Reader, which is
performance data through other projects or the Draft EIS, and will continue until
available free at the site. August 11, 2015. Written and oral
research, the applicant should provide other
evidence of capacity to successfully carry out You may also access documents of the comments will be given equal weight
data collection and reporting for their Department published in the Federal and all comments received or
proposed project. Register by using the article search postmarked by that date will be
All grantees must submit an annual feature at: www.federalregister.gov. considered by DOE in preparing the
performance report with information Specifically, through the advanced Final EIS. Comments received or
that is responsive to these performance search feature at this site, you can limit postmarked after that date will be
measures. your search to documents published by considered to the extent practicable.
5. Continuation Awards: In making a the Department. Locations, dates, and start time for the
continuation award under 34 CFR public hearings are listed in the
Dated: June 8, 2015.
75.253, the Secretary considers, among SUPPLEMENTARY INFORMATION section of
Nadya Chinoy Dabby, this NOA.
other things: whether a grantee has
made substantial progress in achieving Assistant Deputy Secretary for Innovation and ADDRESSES: Requests to provide oral
the goals and objectives of the project; Improvement. comments at the public hearings may be
whether the grantee has expended funds [FR Doc. 2015–14386 Filed 6–11–15; 8:45 am] made at the time of the hearing(s).
mstockstill on DSK4VPTVN1PROD with NOTICES
in a manner that is consistent with its BILLING CODE 4000–01–P Written comments on the Draft EIS
approved application and budget; and, may be provided on the NECPL EIS Web
if the Secretary has established site at http://necplinkeis.com/
performance measurement (preferred) or addressed to Mr. Brian
requirements, the performance targets in Mills, Office of Electricity Delivery and
the grantee’s approved application. In Energy Reliability (OE–20), U.S.
making a continuation grant, the Department of Energy, 1000
Secretary also considers whether the Independence Avenue SW.,
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Document Created: 2018-02-22 10:16:03
Document Modified: 2018-02-22 10:16:03
| Category | Regulatory Information | |
| Collection | Federal Register | |
| sudoc Class | AE 2.7: GS 4.107: AE 2.106: | |
| Publisher | Office of the Federal Register, National Archives and Records Administration | |
| Section | Notices | |
| Action | Notice. | |
| Dates | Applications Available: June 12, 2015. | |
| Contact | Brian Martin, U.S. Department of Education, 400 Maryland Avenue SW., room 4W224, Washington, DC 20202- 5970. Telephone: (202) 205-9085 or by email: [email protected] | |
| FR Citation | 80 FR 33499 |
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